Abstract
With frequent voicing of concern by the popular press that Johnny can neither read nor write, the present article describes a successful experiment in the teaching and learning of expository writing. Based on the peer learning model, the experiment, originally conducted over a four-year period at the University of Hawaii at Manoa, has been used with apparent success at both the secondary and graduate levels as well as in regular college composition courses. The chief aspects of the approach include (1) mastery learning, (2) a consciously informal atmosphere, (3) a product orientation, whereby the class as a whole produces a final written work, where possible of some social usefulness, and (4) the careful development of the willingness and ability to learn and work cooperatively rather than as individual competitors.
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